Module 3

TOPIC 2: CHILDHOOD YEARS IN CALAMBA

Calamba was named after a big native jar. A hacienda town which belonged to
the Dominican Order, which also owned all the lands around it. It is a beautiful town
covered with irrigated rice fields and sugar lands.
CHILDHOOD MEMORIES
The first memory of Rizal, was his happy days in the family garden when he was
three years old. Because he was a frail, sickly and undersized child, he was given the
most loving care by his parents. Another childhood memory was the daily Angelus
prayer, by nightfall, his mother gathered all the children at the house to pray the
Angelus. Rizal also remembered the night- time walk in the town, especially during
moonlit nights. The Rizal children were bound together by ties of love and
companionship. They were well-bred, for their parents taught them to love and help one
another. Of his sisters, Rizal loved most Concepcion (the little Concha). He was a year
older than her, he played with her and from her he learned sisterly love. Unfortunately,
Concha died of sickness in 1865. The death of little Concha brought Rizal his first
sorrow.
At the age of three, Rizal began to take part in the family prayers. When Rizal
was five years old, he was able to read haltingly the Spanish family bible. One of the
memorable anecdotes between the young Jose was when his mother was reading to
him a Spanish reader entitled El Amigo de los Niños (The Children’s Friend). She
noticed him not paying attention to her as she was reading the contents of the book in
Spanish. Jose instead was attracted to a pair of moths circling the flame of the oil lamp.
The smaller moth got so attracted to the flame that if flew too close, its wings got burned
and fell into the oil and died. The Story of the Moth- made the profoundest impression
on Rizal“died a martyr to its illusions”
At the age of five, Rizal began to make sketches with his pencil and to mould in
clay and wax objects which attracted his fancy. Sa Aking Mga Kabata (To My Fellow
Children) - Rizal’s first poem in native language at the age of eight. This poem reveals
Rizal’s earliest nationalist sentiment. At the age of eight, Rizal wrote his first dramatic
work which was a Tagalog comedy.
INFLUENCES ON RIZAL’S BOYHOOD
In the lives of all men there are influences which cause some to be great and
others not. In the case of Rizal, he had all the favorable influences, few other children in
his time enjoyed. Aside from his immediate family, Rizal’s three uncles added to Rizal’s
inspiration. Tio Jose Alberto- studied for eleven years in British school in Calcutta, India
and had traveled in Europe. He inspired Rizal to develop his artistic ability. Tio Manuel-
a husky and athletic man, encouraged Rizal to develop his frail body by means of
physical exercises. Tio Gregorio- a book lover, intensified Rizal’s voracious reading of
good book. Father Leoncio Lopez- the old and learned parish priest of Calamba,
fostered Rizal’s love for scholarship and intellectual honesty.

TOPIC 3: EARLY EDUCATION IN CALAMBA AND BIÑAN

At the age of three, Rizal was first taught by his mother, who was remarkable
woman of good character and fine culture. He learned from her the alphabet and the
prayers. At this stage he demonstrated superior intelligence which induced his parents
to hire tutors for him. Maestro Celestino- Rizal’s first private tutor and Maestro Lucas
Padua- Rizal’s second tutor. Later, Leon Monroy- a former classmate of Rizal’s father
became Rizal’s tutor that instructed Jose in Spanish and Latin. Unfortunately, he died
five months later.
On June, 1869- Rizal left Calamba for Binan accompanied by Paciano. Maestro
Justiniano Aquino Cruz was Rizal’s teacher in a private school in Binan. Jose was 9
years old at that time. The school was also the house of his teacher. Rizal described
him as a tall, thin, long-necked man with a body slightly bent forward. As a teacher he
was quick to discipline his students for any infractions with a short thin stick, especially if
the wrong answer is given. This was the old system of education at that time. The
infliction of pain was made to ensure that the student remembers the lesson. Jose
became an outstanding student surpassing his classmates in Spanish, Latin, and other
subjects. He was also very popular, that some of his classmates spread rumors to
discredit him. Many times he was punished for his alleged wrongdoings. The day was
unusual when Rizal was not laid out on a bench and given five or six blows because of
fighting. Rizal’s daily life in Biñan were as follows: Heard the four o’ clock mass then at
ten o’ clock went home at once and went at school at two and came out at five. At the
end of his schooling, Maestro Justiniano recommended that Jose should be sent to
Manila. In December 17, 1870, Rizal left Binan after one year and a half of schooling.
He bade farewell to this school and his teacher. He also collected pebbles from the river
as souvenirs, knowing that he will never return to Biñan. After the Christmas of that year
Don Francisco decided to send Jose to Manila to continue his studies.

MARTYRDOM OF GOM-BUR-ZA
Night of January 20, 1872- about 200 Filipino soldiers and workmen of the Cavite
arsenal under the leadership of Lamadrid, Filipino sergeant, rose in violent mutiny
because of the abolition of their usual privileges, including exemption from tribute and
polo (forced labor) by the reactionary Governor Rafael de Izquierdo. The Spanish
authorities, in order to liquidate Fathers Mariano Gomez, Jose Burgos, and Jacinto
Zamora leaders of the secular movement to Filipinize the Philippine parishes, and their
supporters magnified the failed mutiny “into” a “revolt” for Philippine independence.
Fathers Mariano Gomez, Jose Burgos and Jacinto Zamora were executed at sunrise
of February 17,1872, by order of Governor General Izquierdo. The martyrdom of Gom-
Bur-Za in 1872 truly inspired Rizal to fight the evils of Spanish tyranny and redeem his
oppressed people. Rizal dedicated his second novel, El Filibusterismo, to Gom-Bur-Za.

INJUSTICE TO RIZAL’S MOTHER

Before June of 1872, tragedy struck the Rizal family. Dona Teodora was
suddenly arrested on a malicious charge that she and her brother, Jose Alberto, tried to
poison the latter’s deceitful wife. She was forced to walk from Calamba to Santa Cruz
(capital of Laguna province), a distance of 50 kilometers. Dona Teodora was
incarcerated at the provincial prison, where she languished for two years and a half.
Recounting this incidence of his mother’s imprisonment, Rizal said in his student
memoirs: “Our mother was unjustly snatched away from us and by whom? By some
men who had been our friends and whom we treated as honored guests.”

TOPIC 4: AT THE ATENEO MUNICIPAL (1872-1877)

The Ateneo Municipal is a college under the supervision of the Spanish Jesuits. It
was formerly Escuela Pia (Charity School), a school for poor boys in Manila which was
established by the city government in 1817. On June 10, 1872, Rizal accompanied by
Paciano went to Manila. Father Magin Ferrando who was the college registrar, refused
to admit Rizal in Ateneo for two reasons: (1) he was late for registration (2) he was
sickly and undersized for his age. Through the intercession of Manuel Xerez Burgos,
Rizal was reluctantly admitted at the Ateneo. Jose was the first of his family to adopt the
surname “Rizal”. He registered under this name at Ateneo because their family name
“Mercado” had come under the suspicion of the Spanish authorities. At the time Jose
studied in the Ateneo, this college was located in Intramuros 25 minutes’ walk from the
college.

JESUIT SYSTEM OF EDUCATION

The system of education given by the Jesuits in the Ateneo was more advanced
than that of other colleges in that period. It trained the character of the student by rigid
discipline and religious instruction. It promoted physical culture, humanities, and
scientific studies. Aside from academic courses leading to the degree of Bachelor of
Arts, it offered vocational courses in agriculture, commerce, mechanics and surveying.
The students heard Mass in the morning before the beginning of the daily class.
Classes in every subject were opened and closed with prayers.
Students were divided into two groups: Roman Empire- consisting of internos
(boarders) and the Carthaginian Empire- composed of the externos (non-boarders). The
empires had ranks: Emperor- the best student in each “empire, Tribune- the second
best, Decurion- the third best, Centurion-the fourth best and the Stand-bearer- the fifth
best. Between empires they fought for intellectual supremacy. Within in the “empire” the
students fought for these positions by challenging the ones holding the ranks to answer
questions based on the day’s lesson.

FIRST YEAR IN ATENEO (1872-1873)

Father Jose Bech was Rizal’s first professor in Ateneo. To improve his Spanish,
Rizal took private lessons in Santa Isabel College during the noon recesses when other
students were playing or gossiping. He paid three pesos for those extra Spanish
lessons. Being a newcomer and knowing little Spanish, Rizal was placed at the bottom
of the class. He was an externo, hence he was assigned to the Carthaginians,
occupying the end of the line. After the first week, the frail Calamba boy progressed
rapidly. At the end of the month, he became “emperor”. He was the brightest pupil in the
whole class, and he was awarded a prize, a religious picture. He was proud of it
because it was the first prize he ever won at the Ateneo.
In the second half of his year in the Ateneo, he did not try enough to retain his
academic supremacy which he held during the first half of the term because he
resented some remarks of his professor. He placed second at the end of the year,
although all his grades were still marked “Excellent”. At the end of the school year in
March, 1873, Rizal returned to Calamba for summer vacation. He did not enjoy his
vacation because his mother was in prison. Without telling his father, he went to Santa
Cruz and visited his mother in prison. He told her of his brilliant grades at the Ateneo.
She gladly embraced her favorite son. When the summer vacation ended, Rizal
returned to Manila for his second year term in Ateneo.

SECOND YEAR IN ATENEO (1872-1873)

Nothing unusual happened to Rizal during his second term in the Ateneo, except
that he repented having neglected his studies the previous year. To regain his lost class
leadership, he studied harder. Once more he became “emperor”. At the end of the
school year, Rizal received excellent grades in all subjects and a gold medal. With such
scholastic honors, he triumphantly returned to Calamba in March, 1874 for the summer
vacation.

PROPHECY OF MOTHER’S RELEASE

Rizal lost no time in going to Santa Cruz in order to visit his mother in the
provincial jail. He cheered up Doña Teodora’s lonely hearth with news of his scholastic
triumphs in Ateneo and with funny tales about his professors and fellow students. His
mother was very happy to know that her favorite child was making such splendid
progress in college. In the course of their conversation, Doña Teodora told her son of
her dream the previous night. Rizal, interpreting the dream told her that she would be
released from prison in three months’ time. Barely three months passed, and suddenly
Doña Teodora was set free. By that time, Rizal was already in Manila attending his
classes at the Ateneo.

TEENAGE INTEREST IN READING

It was during the summer vacation in 1874 in Calamba when Rizal began to take
interest in reading romantic novels. As a normal teenager, he became interested in love
stories and romantic tales. The Count of Monte Cristo by Alexander Dumas- the first
favorite novel of Rizal which made a deep impression on him. As a voracious reader, he
read not only fiction, but also non-fiction. The Universal History by Ce sar Cantu- Rizal
persuaded his father to buy him this costly set of historical work that was a great aid in
his studies and enabled him to win more prizes in Ateneo. Later Rizal read the book of
Dr. Feodor Jagor- He wrote Travels in the Philippines. Rizal was impressed in this book
because of (1) Jagor’s keen observations of the defects of Spanish colonization, (2) his
prophecy that someday Spain would lose the Philippines and that America would come
to succeed her as colonizer.

THIRD YEAR IN ATENEO (1874-1875)

When Rizal returned for his third year, his mother was released from prison. He
was able to concentrate more on his studies. However, at the end of the year, he
remained dissatisfied even as his grades remained excellent. He won only a single
medal in Latin as his Spanish classmate beat him in speaking Spanish. At the end of
the school year (March 1875), Rizal returned to Calamba for the summer vacation.
 FOURTH YEAR IN ATENEO (1875-1876)
After a refreshing and happy summer vacation, Rizal went back to Manila for his
fourth year course. On June 16, 1875, he became an interno in the Ateneo. One of his
professors this time was Fr. Francisco de Paula Sanchez- a great educator and scholar,
one of Rizal’s professors who inspired him to study harder and to write poetry. Rizal
was highest in all subjects and won five medals at the end of the school term. He was
the most brilliant Atenean, he was truly “the pride of the Jesuits”. On March 23, 1877-
Commencement Day, Rizal, who was 16 years old, received the degree of Bachelor of
Arts, with highest honors.

EXTRA-CURRICULAR ACTIVITIES
Rizal, unsurpassed in academic triumphs, was not a mere bookworm. He was
active in extra-curricular activities. An “emperor” inside the classroom, he was a campus
leader outside. He was an active member later secretary, of a religious society, the
Marian Congregation. He was accepted as member of this solidarity not only because of
his academic brilliance but also because of his devotion to Our Lady of the Immaculate
Conception, the college patroness. Rizal was also a member of the Academy of
Spanish Literature and the Academy of Natural Sciences. These “academies” were
exclusive societies in the Ateneo, to which only Ateneans who were gifted in literature
and sciences could qualify for membership.
POEMS
It was Dona Teodora who was first discovered the poetic genius of her son, and
it was also she who first encouraged him to write poems. However it was Father
Sanchez who inspired Rizal to make full use of his God-given gift in poetry.
Some examples of his writings when he was at Ateneo:
1874- Mi Primera Inspiracion (My First Inspiration), the first poem Rizal probably
wrote during his days in Ateneo which was dedicated to his mother on her birthday;
Rizal wrote it before he was 14 years old.
1876, Rizal wrote poems on various topics-religion, education, childhood
memories and war. Below are some of his outstanding poems:
1. Un Recuerdo a Mi Pueblo (In Memory of My Town)- a tender poem in honor of
Calamba, the hero’s natal town, Rizal was 15 yrs old when he wrote this poem;
2. Alianza Intima Entre la Religion y la Buena Educacion (Intimate Alliance
Between Religion and Good Education)- Rizal showed the importance of religion in
education;
 3.San Eustacio, Martir (St. Eustace, the Martyr)- a drama based on the prose
story of St. Eustace which he wrote in poetic verses during the summer vacation of
1876 and finished it on June 2, 1876.

PAINTINGS AND SCULPTURAL WORKS

Aside from writing poetry, he devoted his spare time to fine arts. He studied
painting under the famous Spanish painter Agustin Saez, and sculpture under
Romualdo de Jesus, noted Filipino sculptor. Both art masters honored him with their
affection, for he was a talented pupil.

FIRST ROMANCE OF RIZAL

Rizal was linked to numerous women in

his day, but the first love he ever had, according
to his diary Memorias de un Estudiante de
Manila, was Segunda Katigbak. He details his
feelings for her and documents their
correspondence, which is something many of
us can relate with. These were the three words
Rizal used to describe the 14-year-old Katigbak
in his diary. “She is not the most beautiful
woman I had ever seen,” writes Rizal somewhat
harshly, “but I blushed every time she looked at
me,” he concedes. “I have not met anyone more
alluring and beguiling.”Coincidentally, Katigbak
attended the same school as Rizal’s sisters, Colegio de la Concordia. Many times, Rizal
visited Katigbak at La Concordia under the pretense of visiting his sisters there.
Despite the many times they rendezvoused, Rizal and Katigbak never became
official, writes Ocampo. Rizal suspected the latter was already engaged, which was a
mistake. He decided to stay away from Katigbak and made excuses for himself. In his
youth, Rizal was also naïve about the qualities of real love, equating it with physical
attractiveness and wealth. “I shut my heart out to love,” writes Rizal in his diary, “I am
not rich and I am not handsome; I am neither sophisticated nor attractive,” he continues.
“Until I see more proof that she loves me, I will not commit to her or tell her that I love
her.” Their relationship ended when Katigbak was instructed by her father to return to
their family’s province in Laguna.
The last time they ever met was at a fiesta in Laguna, when Rizal, astride his
horse, rode up to Katigbak. She'd expected him to get down, talk, and have a good
time. However, Rizal became immobile and speechless.“I said nothing. All I did was
take off my hat,” he confesses in his diary. “The same thing happens to me at the most
trying times of my life! I become too slick, speechless, and overcome with emotions.”
Rizal’s first romance was ruined by his own shyness and reserve.

RECOMMENDED LEARNING MATERIALS AND RESOURCES FOR

SUPPLEMENTARY READING

a) http//www.filipinaslibrary.org.ph/filipiniana-library/filipiniana/70-features/120-jose-
protacio-alonso-realonda-mercado-rizal
b) https://www.esquiremag.ph/the-good-life/pursuits/jose-rizal-segunda-katigbak-
relationship-a1957-20190214-lfrm
c) http//www.nhi.gov.ph//index.php?option=com_comcontent&task=view&id=13&/
temid=3

Flexible Teaching Learning Modality (FTLM) adopted

This course can be access thru:

A. Online (synchronous) -
Actual online classes thru live chats, meetings, consultation via the
following: Video call in messenger, Zoom meetings, Google Meet and other
online platforms.

B. Remote (asynchronous) - Independent study and work on: self-guided

modules, supplemental videos, readings, lesson plans, research, and check-ins
and exchanges using any of the following: Google Classroom, Messenger, text
and call.

Assessment Task
 Read Rizal's Memoirs of a students in Manila. Write a short biographical essay
that compares your early childhood with that of Rizal’s.

REFERENCES:
Joanquin, N.(1996). Rizal in Saga: A Life for Student Fans. Manila: Philippine National
Contennial Commission, 1995
National Historical Commission, “Paciano Rizal.” National Historical Commission.
http//www.nhi.gov.ph/downloads/mp0131.pdf
Philippine Revolution. “Jose Rizal.” Philippine Revolution. http//Philippine-
revolution.110mb.com/rizal_detailed_html
Rafael, V. On Rizal’s El Filibusterismo UCLA Center for Southeast Asian Studies
Reyno, C G.(2011) “Rizal’s Paternal Lineage.” Pambansang Komisyong
Pangkasaysayan.
http//www.filipinaslibrary.org.ph/filipiniana-library/filipiniana/70-features/120-jose-
protacio-alonso-realonda-mercado-rizal
https://www.esquiremag.ph/the-good-life/pursuits/jose-rizal-segunda-katigbak-
relationship-a1957-20190214-lfrm
http//www.nhi.gov.ph//index.php?option=com_comcontent&task=view&id=13&/temid=3